<![CDATA[This study examines how Islamic schools manage student well-being through the integration of mental health, spirituality, and character education. The study addresses the need for a holistic approach to student well-being that extends beyond academic achievement to encompass psychological, spiritual, and moral development. A qualitative case study design was employed, with data collected through in-depth interviews, observations, and document analysis involving school principals, guidance and counseling teachers, homeroom teachers, subject teachers, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal three interconnected practices. First, mental health management is primarily preventive and responsive, with early identification used to recognize students’ psychological and emotional needs. Second, spirituality functions as an internal mechanism for emotional regulation through worship practices and the reinforcement of Islamic values. Third, character education is embedded in school culture through habituation, discipline, responsibility, and teacher role modeling. However, these dimensions remain institutionally fragmented and are not yet supported by an integrated management and evaluation system. The study concludes that effective student well-being management in Islamic schools requires coordinated integration of psychological support, spiritual development, and character formation through systematic policies, institutional collaboration, and continuous evaluation.]]>
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